How People Learn
Chapter 6 & 7
~~~~~~~~~~~~~~~~~~~~~
1. How does this topic fit into what I have learned already in this course?
These chapters focused on different learning environments such as learner, knowledge, assessment, and community based learning environments. Each of these describes how teachers can design lessons and utilize different approaches to reach diverse learners. Each of the characteristics supports a cognitive concept that we have studied within the cognition book, such as various aspects of memory, and applying different strategies to reach different students. Other cognitive approaches that I was able to relate to these learning environments include deductive reasoning, problem solving, communication and language, creativity, all of which we have discussed this semester in the Cognition book.
2. What am I still not clear on in this week's reading(s)?
The idea of the “mile wide, inch deep” curriculum makes sense to me. We are expected to cover so much material in the time period we have with our students. It is impossible to cover each area in the depth that will help provide full comprehension for children. It did surprise me to know the teaching styles in Japan are teacher centered, I always thought that their whole idea behind education was in the community centered environment, where children learn by working in groups.
3. Under what conditions would I apply this material to my own teaching/work?
I have learned valuable information about different teaching approaches in Chapter 6 and 7. I have come to recognize which one I utilize the most in my classroom and which ones I could maybe implement more of in order to benefit my students. I also now recognize the advantages of each of the approaches and how I can find a way to implement them within my own classroom.
Thursday, April 16, 2009
Thursday, April 9, 2009
Chapter 10 and 13 Reflection
Chapter 10: Language II: Language Production and Bilingualism
Chapter 13: Cognitive Development Throughout the Lifespan
1. How does this topic fit into what I have learned already in this course?
Now that we have covered every chapter in the Cognition textbook, there are many concepts that relate to ideas already discussed in the book. Language development and acquisition is a process that develops from infants throughout childhood, continuing to be mastered even into adulthood. So every cognitive process that people go through can somehow be related to part of their language development.
Chapter 2 introduced us to the characteristics of speech perception, discussing phonemes, context, and theories behind speech perception. Chapter 13 also went into more detail of phoneme production and using context to figure out word meanings. The idea of fast mapping, or using context to make reasonable guess about a words meaning relates to students using their prior knowledge and experience to make decisions, which has been discussed in previous Chapter 12. Language Development also relies heavily on working and long term memory, which was previously discussed in Chapter 4 and 5. Chapter 13 also mentioned Parallel Distributed Processing to discuss children’s overregularizations, affirming that children find understanding in terms of networks that link groups.
2. What am I still not clear on in this week’s readings?
Language acquisition is often said to be the most spectacular of human accomplishments. It is a fascinating process to learn about and to witness. As a Spanish teacher, I am familiar with the process of language development and acquisition, and I also completed my workshop on the topic, so I feel as if I am clear on all of the concepts discussed in these two chapters.
3. Under what conditions would I apply this material to my own teaching?
I can apply the concepts from this chapter as I have come to a better understanding of how children learn language. Individual children differ in the rate at which they master language. Some may pick up on the concepts of language faster than others. It is important for teachers to effectively utilize language and describe things in a variety of ways so that students increase their vocabulary and understanding of the language. Finding common ground is crucial to increasing understanding between teachers and students. Using our language in ways that our students can relate to will enhance their understanding of new concepts. Being aware of the linguistic mistakes of our students will assist us in making corrections that will help their language development for a lifetime.
Chapter 13: Cognitive Development Throughout the Lifespan
1. How does this topic fit into what I have learned already in this course?
Now that we have covered every chapter in the Cognition textbook, there are many concepts that relate to ideas already discussed in the book. Language development and acquisition is a process that develops from infants throughout childhood, continuing to be mastered even into adulthood. So every cognitive process that people go through can somehow be related to part of their language development.
Chapter 2 introduced us to the characteristics of speech perception, discussing phonemes, context, and theories behind speech perception. Chapter 13 also went into more detail of phoneme production and using context to figure out word meanings. The idea of fast mapping, or using context to make reasonable guess about a words meaning relates to students using their prior knowledge and experience to make decisions, which has been discussed in previous Chapter 12. Language Development also relies heavily on working and long term memory, which was previously discussed in Chapter 4 and 5. Chapter 13 also mentioned Parallel Distributed Processing to discuss children’s overregularizations, affirming that children find understanding in terms of networks that link groups.
2. What am I still not clear on in this week’s readings?
Language acquisition is often said to be the most spectacular of human accomplishments. It is a fascinating process to learn about and to witness. As a Spanish teacher, I am familiar with the process of language development and acquisition, and I also completed my workshop on the topic, so I feel as if I am clear on all of the concepts discussed in these two chapters.
3. Under what conditions would I apply this material to my own teaching?
I can apply the concepts from this chapter as I have come to a better understanding of how children learn language. Individual children differ in the rate at which they master language. Some may pick up on the concepts of language faster than others. It is important for teachers to effectively utilize language and describe things in a variety of ways so that students increase their vocabulary and understanding of the language. Finding common ground is crucial to increasing understanding between teachers and students. Using our language in ways that our students can relate to will enhance their understanding of new concepts. Being aware of the linguistic mistakes of our students will assist us in making corrections that will help their language development for a lifetime.
Friday, April 3, 2009
Chapter 9: The Nature of Language
Chapter 9: The Nature of Language
1. This chapter relates to what we have already learned in this course in several ways. The general idea that all of our cognitive processes are interrelated is emphasized again as we discuss our language development. We rely on other cognitive process such as our memory, both working and long term, to understand the meaning behind words in our language. Another aspect that was mentioned again in chapter 9 is the negative wording of our language having an effect on comprehension and processing of new information. Where as statements worded in a positive manner are easier to process and understand.
2. I understand the basic idea of the passive voice and the nested structures. But it is difficult to explain where the true difference in the two lies. And what exactly sets them apart from each other. I understand that the passive voice is not using direct statements, or being more passive. Just as a passive person that does not speak in a direct, “matter of fact” manner or as straight forward as an active form of communication. But both refer to putting extra, unnecessary wording or phrasing within the text. In general, they both refer to “beating around the bush” and in either way we need “get to the point” in order to enhance the comprehension of those listening to us.
3. In general the information in this chapter about language directly relates to my subject area- teaching foreign language. I have learned some important information in this chapter that I can now utilize in my classes in: The Factors that can affect comprehension. I need to work on these! All of these factors can be summed up with a “KISS” – Keep it simple stupid! Be direct, and eliminate extra, unnecessary wording when talking with students. We can also bring our awareness of these concepts to our students too. Make them aware of how their own language can affect their comprehension and encourage them to be more direct when making statements themselves.
1. This chapter relates to what we have already learned in this course in several ways. The general idea that all of our cognitive processes are interrelated is emphasized again as we discuss our language development. We rely on other cognitive process such as our memory, both working and long term, to understand the meaning behind words in our language. Another aspect that was mentioned again in chapter 9 is the negative wording of our language having an effect on comprehension and processing of new information. Where as statements worded in a positive manner are easier to process and understand.
2. I understand the basic idea of the passive voice and the nested structures. But it is difficult to explain where the true difference in the two lies. And what exactly sets them apart from each other. I understand that the passive voice is not using direct statements, or being more passive. Just as a passive person that does not speak in a direct, “matter of fact” manner or as straight forward as an active form of communication. But both refer to putting extra, unnecessary wording or phrasing within the text. In general, they both refer to “beating around the bush” and in either way we need “get to the point” in order to enhance the comprehension of those listening to us.
3. In general the information in this chapter about language directly relates to my subject area- teaching foreign language. I have learned some important information in this chapter that I can now utilize in my classes in: The Factors that can affect comprehension. I need to work on these! All of these factors can be summed up with a “KISS” – Keep it simple stupid! Be direct, and eliminate extra, unnecessary wording when talking with students. We can also bring our awareness of these concepts to our students too. Make them aware of how their own language can affect their comprehension and encourage them to be more direct when making statements themselves.
Thursday, March 26, 2009
Chapter 12 Reflection
Chapter 12:
Deductive Reasoning and
Decision Making
1. How does this topic fit into what I have learned already in this course?
Chapter 12 on Deductive Reasoning and Decision Making relates to other areas in the cognitive text that we have already covered. In general, when we make decisions, we are prompted by our previous knowledge and experiences that we access from our Long Term and Working Memory. The confirmation bias in Chapter 12 emphasizes the importance of our past experiences on our present decision making.
In the previous chapter, we were also introduced to heuristic strategies when problem solving. Chapter 12 continued by explaining 3 more heuristics for decision making. (Representative, Availability, and Anchoring & Adjustment Heuristics.) Each of these decision making processes emphasize Top-Down Processing, which has been discussed throughout our textbook so far. Theme 3 of this book is also emphasized which states that we process positive information better than negative information when the fact that the wording of a question can impact our decision making.
2. What am I still not clear on in this week's reading(s)?
I found the idea of the Propositional Calculus to be a bit difficult. I understand the concept of a statement consisting of an antecedent and a consequent. It can get confusing when deciding whether to affirm the consequent or the antecedent or deny the antecedent or the consequent.
I also was confused by the idea of estimating confidence intervals under the anchoring and adjustment heuristic. The confidence interval discusses ranges within which we expect a number to fall a certain percentage of the time. I’m not sure when I would have to use this type of estimation, but if I ever did I’m not sure how accurate I would be!
3. Under what conditions would I apply this material to my own teaching/work?
Helping students to become better problem solvers and decision makers is our job as educators. We can apply the strategies discussed in Chapter 12 with all of our students by teaching them how to utilize the different heuristics when solving problems in any subject area and making decisions in their lives. Understanding what processes our students utilize can be helpful in identifying areas in which our students can struggle. They may only utilize one way to think about things, we can assist them by introducing them to a different heuristic that may work better in a different situation. They should learn that there is not always one way to find an answer. They should also be aware of stereotypes that exist from their prior experiences that may influence decisions that they make. By assisting them in these areas, we are helping them to become critical thinkers, which will be an advantage for them throughout their lifetime.
We can also learn from the concepts in this chapter about our own decision making. We can remind ourselves to be aware of the way we word questions to our students and how it can play an important role in the responses we receive. As we understand the concepts that both promote and discourage good decision making, we become more critical thinkers and in turn can instruct our students in their critical thinking and decision making.
Deductive Reasoning and
Decision Making
1. How does this topic fit into what I have learned already in this course?
Chapter 12 on Deductive Reasoning and Decision Making relates to other areas in the cognitive text that we have already covered. In general, when we make decisions, we are prompted by our previous knowledge and experiences that we access from our Long Term and Working Memory. The confirmation bias in Chapter 12 emphasizes the importance of our past experiences on our present decision making.
In the previous chapter, we were also introduced to heuristic strategies when problem solving. Chapter 12 continued by explaining 3 more heuristics for decision making. (Representative, Availability, and Anchoring & Adjustment Heuristics.) Each of these decision making processes emphasize Top-Down Processing, which has been discussed throughout our textbook so far. Theme 3 of this book is also emphasized which states that we process positive information better than negative information when the fact that the wording of a question can impact our decision making.
2. What am I still not clear on in this week's reading(s)?
I found the idea of the Propositional Calculus to be a bit difficult. I understand the concept of a statement consisting of an antecedent and a consequent. It can get confusing when deciding whether to affirm the consequent or the antecedent or deny the antecedent or the consequent.
I also was confused by the idea of estimating confidence intervals under the anchoring and adjustment heuristic. The confidence interval discusses ranges within which we expect a number to fall a certain percentage of the time. I’m not sure when I would have to use this type of estimation, but if I ever did I’m not sure how accurate I would be!
3. Under what conditions would I apply this material to my own teaching/work?
Helping students to become better problem solvers and decision makers is our job as educators. We can apply the strategies discussed in Chapter 12 with all of our students by teaching them how to utilize the different heuristics when solving problems in any subject area and making decisions in their lives. Understanding what processes our students utilize can be helpful in identifying areas in which our students can struggle. They may only utilize one way to think about things, we can assist them by introducing them to a different heuristic that may work better in a different situation. They should learn that there is not always one way to find an answer. They should also be aware of stereotypes that exist from their prior experiences that may influence decisions that they make. By assisting them in these areas, we are helping them to become critical thinkers, which will be an advantage for them throughout their lifetime.
We can also learn from the concepts in this chapter about our own decision making. We can remind ourselves to be aware of the way we word questions to our students and how it can play an important role in the responses we receive. As we understand the concepts that both promote and discourage good decision making, we become more critical thinkers and in turn can instruct our students in their critical thinking and decision making.
Friday, March 20, 2009
Chapter 11 Reflection
Chapter 11: Problem Solving and Creativity
1. How does this topic fit into what I have learned already in this course?
This chapter on problem solving relates to what we have already learned in this course in several ways. The ideas behind creativity and problem solving directly relate to our cognitive ability of consciousness and the idea of proactive interference when previously learned material can interfere with our current decision making and problem solving. In this chapter, we also revisit some of the earlier ideas of cognitive psychology such as top-down and bottom-up processing.
2. What am I still not clear on in this week's reading(s)?
I have to be honest and say that I still have to re-read every time I see the top-down and bottom-up processing theories mentioned in the textbook. It makes sense to me when I read it, but I can never remember or fully grasp the concepts. By now, I feel like I should know the difference as soon as I hear it! It has been discussed in several of the chapters!
3. Under what conditions would I apply this material to my own teaching/work?
It is easy to see how the information from this chapter on problem solving and creativity can be applied to students of all age levels. I enjoyed reading about extrinsic and intrinsic motivation. I believe that the ideas behind these concepts are very meaningful to us as teachers. It is important for us to create lessons that not only enable students to use their creativity, but challenges them to solve problems in more real life situations. We must teach our students how to be good problem solvers by providing them with different ways and examples to go about problem solving. There are many ways to approach a problem, the more they understand different strategies, the more they will be to utilize different ones depending on each situation they encounter.
1. How does this topic fit into what I have learned already in this course?
This chapter on problem solving relates to what we have already learned in this course in several ways. The ideas behind creativity and problem solving directly relate to our cognitive ability of consciousness and the idea of proactive interference when previously learned material can interfere with our current decision making and problem solving. In this chapter, we also revisit some of the earlier ideas of cognitive psychology such as top-down and bottom-up processing.
2. What am I still not clear on in this week's reading(s)?
I have to be honest and say that I still have to re-read every time I see the top-down and bottom-up processing theories mentioned in the textbook. It makes sense to me when I read it, but I can never remember or fully grasp the concepts. By now, I feel like I should know the difference as soon as I hear it! It has been discussed in several of the chapters!
3. Under what conditions would I apply this material to my own teaching/work?
It is easy to see how the information from this chapter on problem solving and creativity can be applied to students of all age levels. I enjoyed reading about extrinsic and intrinsic motivation. I believe that the ideas behind these concepts are very meaningful to us as teachers. It is important for us to create lessons that not only enable students to use their creativity, but challenges them to solve problems in more real life situations. We must teach our students how to be good problem solvers by providing them with different ways and examples to go about problem solving. There are many ways to approach a problem, the more they understand different strategies, the more they will be to utilize different ones depending on each situation they encounter.
Thursday, March 5, 2009
Chapter 8 Reflection
Chapter 8:
General Knowledge
1. How can I summarize the reading?
The focus of Chapter 8 is on semantic memory, which is our organized knowledge of the world. There are 4 different approaches to semantic memory that are discussed: the Feature Comparison Model, the Prototype and Exemplar Approaches, and Network Models. Each of these approaches explain the ways in which we categorize new information in order to locate saved information within our memories. The chapter continues by explaining schemas, which are our generalized knowledge about situations in our life. The chapter continues by discussing how schemas can have an important impact on how we recall our memories.
2. How does it fit into what I have already learned?
This chapter fits into what we have already discussed in previous chapters such as 4-7 which discuss our working memory, long term memory and how we organize information that we learn. All of these have an effect on our semantic memory which is now introduce in chapter 8 for us to understand the correlation to the other chapters.
3. What am I still not clear on?
The idea of schemas is something that I did understand yet question. I think that it would be difficult to not think of our prior knowledge and experiences when learning new concepts. Our previous knowledge helps us to connect and fully understand new experiences. Although these associations can be misinterpreted, they are still vital in gaining new understanding of our new experiences.
4. How would I apply this to my own teaching?
I can apply what I have learned about the different approaches to semantic memory and schemas in my teaching to understand how students are organizing and may possibly misinterpret information. I am more knowledgeable about how students their schemas may affect their connections of new material to their preexisting knowledge.
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
The author offers several studies in this chapter to support the ideas behind semantic memory approaches. The descriptions are very detailed and easy to understand. I do believe in these concepts that were introduced in this chapter because I can relate to them within my own learning, memory, and teaching.
6. When would I actually use this? Under what circumstances and for what students?
I think this chapter provides useful explanations in how our students may struggle with new information because of their preexisting knowledge. I shows how our students may struggle with new material based on their schemas that they hold to be true. As teachers, it is important that we learn to recognize the schemas of our students and try to point out when they may be holding on to misconceptions that may be affecting their retention of new knowledge.
7. Are there better ways to accomplish the same thing?
I believe that an easy and free way to accomplish finding an understanding to our semantic memory and the effect that schemas can have on our memory would be to foster activities within our classrooms that ask our students to describe schemas that they have. This way we can really see how they are thinking and processing new information and how much of their preexisting knowledge is having an effect on their processing new material.
General Knowledge
1. How can I summarize the reading?
The focus of Chapter 8 is on semantic memory, which is our organized knowledge of the world. There are 4 different approaches to semantic memory that are discussed: the Feature Comparison Model, the Prototype and Exemplar Approaches, and Network Models. Each of these approaches explain the ways in which we categorize new information in order to locate saved information within our memories. The chapter continues by explaining schemas, which are our generalized knowledge about situations in our life. The chapter continues by discussing how schemas can have an important impact on how we recall our memories.
2. How does it fit into what I have already learned?
This chapter fits into what we have already discussed in previous chapters such as 4-7 which discuss our working memory, long term memory and how we organize information that we learn. All of these have an effect on our semantic memory which is now introduce in chapter 8 for us to understand the correlation to the other chapters.
3. What am I still not clear on?
The idea of schemas is something that I did understand yet question. I think that it would be difficult to not think of our prior knowledge and experiences when learning new concepts. Our previous knowledge helps us to connect and fully understand new experiences. Although these associations can be misinterpreted, they are still vital in gaining new understanding of our new experiences.
4. How would I apply this to my own teaching?
I can apply what I have learned about the different approaches to semantic memory and schemas in my teaching to understand how students are organizing and may possibly misinterpret information. I am more knowledgeable about how students their schemas may affect their connections of new material to their preexisting knowledge.
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
The author offers several studies in this chapter to support the ideas behind semantic memory approaches. The descriptions are very detailed and easy to understand. I do believe in these concepts that were introduced in this chapter because I can relate to them within my own learning, memory, and teaching.
6. When would I actually use this? Under what circumstances and for what students?
I think this chapter provides useful explanations in how our students may struggle with new information because of their preexisting knowledge. I shows how our students may struggle with new material based on their schemas that they hold to be true. As teachers, it is important that we learn to recognize the schemas of our students and try to point out when they may be holding on to misconceptions that may be affecting their retention of new knowledge.
7. Are there better ways to accomplish the same thing?
I believe that an easy and free way to accomplish finding an understanding to our semantic memory and the effect that schemas can have on our memory would be to foster activities within our classrooms that ask our students to describe schemas that they have. This way we can really see how they are thinking and processing new information and how much of their preexisting knowledge is having an effect on their processing new material.
Chapter 7 Reflection
Chapter 7
Mental Imagery and Cognitive Maps
1. Chapter 7 discussed the characteristics of mental imagery and cognitive mapping. Mental imagery was described in two ways, analog coding and propositional coding. Analog coding is a picture representation of a physical object. Propositional coding is more abstract and words are used to describe the object.
2. This chapter relates to what we have already learned in Chapter 4 on the phonological loop and visuospatial sketchpad, which can be related to the ideas on mental images in chapter 4.
3. One of the questions that our discussion leader posted asked how you could monitor weather your students are using analog coding or propositional coding. I was not exactly how to answer this. I understand the difference between them but I think it is difficult to detect in our students.
4. One of the concepts in this chapter that I utilize is cognitive mapping. I always have to create mental images of anything that I am told or learn in order to have better understanding and retention of the information.
5. There is research in the chapter that supports the concepts in the chapter when they discuss Matlin and some of his case studies and other examples. I have also had several of my own experiences with imagery that I can relate to this chapter that supports everything that the chapter discusses.
6. Mental imagery is a very important component in our lives and learning. We use mental imagery unconsciously every day to learn new information or even recall previously learned knowledge.
7. As a teacher, I try to utilize the ideas of imagery a lot in my classroom. It’s important to teach children how to use their imagery to hold onto important information that they learn. They better they can hold an image in their head, they better they can recall it at another time.
8. There may be faster, better, or cheaper way of utilizing some of the concepts within this chapter is just for teachers to give examples to their students on mental imagery every day in every subject and encourage them to utilize these concepts as they learn.
Mental Imagery and Cognitive Maps
1. Chapter 7 discussed the characteristics of mental imagery and cognitive mapping. Mental imagery was described in two ways, analog coding and propositional coding. Analog coding is a picture representation of a physical object. Propositional coding is more abstract and words are used to describe the object.
2. This chapter relates to what we have already learned in Chapter 4 on the phonological loop and visuospatial sketchpad, which can be related to the ideas on mental images in chapter 4.
3. One of the questions that our discussion leader posted asked how you could monitor weather your students are using analog coding or propositional coding. I was not exactly how to answer this. I understand the difference between them but I think it is difficult to detect in our students.
4. One of the concepts in this chapter that I utilize is cognitive mapping. I always have to create mental images of anything that I am told or learn in order to have better understanding and retention of the information.
5. There is research in the chapter that supports the concepts in the chapter when they discuss Matlin and some of his case studies and other examples. I have also had several of my own experiences with imagery that I can relate to this chapter that supports everything that the chapter discusses.
6. Mental imagery is a very important component in our lives and learning. We use mental imagery unconsciously every day to learn new information or even recall previously learned knowledge.
7. As a teacher, I try to utilize the ideas of imagery a lot in my classroom. It’s important to teach children how to use their imagery to hold onto important information that they learn. They better they can hold an image in their head, they better they can recall it at another time.
8. There may be faster, better, or cheaper way of utilizing some of the concepts within this chapter is just for teachers to give examples to their students on mental imagery every day in every subject and encourage them to utilize these concepts as they learn.
Monday, February 16, 2009
Chapter 6 Reflection
Chapter 6:
“Memory Strategies and Metacognition”
&
Chapter 13:
Cognitive Development Throughout the Lifespan
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
1. Chapter 6: Memory Strategies and Metacognition
Chapter 6 provides information on various memory strategies that can be implemented in learning new information. The term Mnemonics was introduced as a use of a strategy to help your memory. There are different areas of our memory that were studied. Our Prospective Memory looks at remembering to do things in the future. The Retrospective memory on the hand is recalling information we have previously learned.
The chapter continued to describe Mnemonic Approaches to help in our memory. Areas such as Organization, Imagery, and Rehearsal all have specific mnemonic strategies that can assist us. This is very beneficial because each learner is different and what may be very helpful for one is not helpful for another. So
Another major portion of Chapter 6 focused on the idea of Metacognition, or our own knowledge and understanding of our cognitive processes. It introduced and explained how we can help ourselves by understanding and monitoring our study strategies, and why we may struggle to recall important information. It continues to teach us how we can find ways to read and comprehend material more effectively.
Chapter 13: Cognitive Development Throughout the Lifespan
The first portion of Chapter 13 fits right into what we were learning in Chapter 6 about the Memory as it focused more specifically about the memory development of humans over a lifespan, beginning by focusing on infants, then to children, adolescents, adults and even the elderly. It opens the reader’s eyes to the fact that infants and children possess cognitive skills and memory that we may not necessarily be aware of. Some of the same ideas were reiterated in this chapter as were mentioned in Chapter 6 yet differences in memory situations were presented based on the overall cognitive development of children so small.
2. This chapter fits into what we have already learned about the memory, both long term and working memory. We first learned about the processes and functions of each type of memory and Chapter 6 and 13 continued by teaching us about actual Memory Strategies that we can implement ourselves to actively assist in our own Memory Retrieval and performance within our daily lives.
3. I am still not clear on how being an introvert vs. and extrovert can really change the way in which you learn or should study. I feel as if I am very outgoing yet shy for the most part. I have to have a quiet room with limited distractions in order to study effectively. Does that mean that someone that is an extrovert would still be able to study effectively with having background noise and distractions better than I could? I would think that most people work best when given a quiet room with the least amount of distractions. Is this not how we implement testing for all of our classes? Are we hindering the work and recall of those students who may perform or recall better with background music during a quiz or test? If they study with background music (encoding process) won’t it benefit them to have music on during the test to help them recall what they studied? (encoding specifity principle – chapter 5)
4. I can apply the concepts from Chapter 6 and 13 in my own teaching by teaching my students the various types of memory strategies associated with rehearsal, organization, and imagery. Giving our students as many examples as we can of various memory strategies will assist them in finding one that works best for them so that they can utilize it on their own and have future success.
5. The author provided examples within the chapters of various memory strategies that utilize rehearsal, organization, and imagery concepts. It was funny to read about the examples because they are obvious ones that I think everyone at some point has used before but never realized there was actually a defined terminology for it as far as Memory Strategies go. I know that these strategies work because I have used them for myself and to teach my students.
6. This chapter is very important in explaining how there are many ways in which we can enhance our memory of new information. I think it is important for every person to understand, but for us as teachers especially so we can pass on all these “memory tricks” to our students and give them even more of a chance for future success. I also like the idea behind have several mnemonic strategies in various areas of learning. Every learner is different and so there should be a variety of strategies to help. It is also important because a strategy that works for one aspect of learning may not work as well for a different aspect or subject matter. There are strengths in using the most effective strategy with the right situation.
7. The ideas explained in these chapters can benefit any child, adolescent, or adult of any age, gender, or academic level in order to enhance their success in not only prospective and retrospective memory aspects of their lives. I will introduce and implement these strategies to my students as we learn information in class. I will also use these strategies for myself in my daily life to enhance my mindfulness.
8. I do not see any better way of assisting students in the learning using memory strategies. Its free and very useful knowledge that can be carried with you for a lifetime! There is nothing that could possibly be cheaper than simply teaching someone a small trick in how to remember new information for the long run.
Thursday, February 12, 2009
Chapter 5 Blog
Chapter 5:
“Long Term Memory”
~~~~~~~~~~~~~~~~~~~~
1. Summarize the reading in a few sentences
This chapter discussed the Long Term Memory. The components of the long term memory include episodic, semantic, and procedural memory. The chapter discusses the levels of processing and how various aspects of our life, such as our emotions, that can enhance our memory or make them more difficult to store and retrieve. The Pollyanna Principle was one that supported the idea of emotions playing a major role in our memory storage. It states that we remember our positive memories easier than negative ones.
2. How does it fit into what I have already learned in this course?
This chapter on long term memory helped to compare and contrast the information that we have learned in the previous chapter on short term memory. It is interesting to compare how the two memories work so differently yet must work together in order to store information, knowledge and memories that are vital to our daily lives.
3. What am I still not clear on?
There is not really a section in this chapte that I am not clear on. Yet, the Pollyanna Principle is one that did raise some questions within our discussion group. The idea behind the Principle itself makes perfect sense to me. But it was addressed with in my groups discussion board a bit because it is also easy to see the other side of this principle and how sometimes some of our worst memories can really stick with us. There is room to have a disagreement with something that the chapter had stated.
4. How would I apply this to my own teaching?
I enjoyed reading about the importance of our encoding processes on our effective retrieval of new information. It will benefit me to understand how to teach new information to my students in a way which will allow them to retrieve it. I also have come to a new understanding on the importance of relating the material to the student’s daily lives. When the students are able to apply their knowledge in their lives, their chances of retaining the information are dramatically increased.
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
I agree with many of the concepts in Chapter 5. All of the ideas and processes behind long term memory make sense to me. I believe the chapter makes some very valid points about the importance of our retrieval of information. The part that compared recall and retrieval and the idea that when we know how we will retrieve information, we process the information differently. I agree with the example the book gave comparing reading a chapter and taking an essay test on it vs. taking a multiple choice test. Whether it is a conscious decision in our mind to read differently or not, we do.
6. Why is this important? What does it help improve or explain or predict?
This is important if we want our students to succeed within our classes. It is important for them to understand how they will use or retrieve the information later on, as well as how they will be tested. If they know this as they learn, they will store the information in a way which can be easily retrieved at a later point in time.
7. When would I actually use this-under what circumstances and for what kind of students?
I will not only utilize the concepts from this chapter to assist in my lessons for my students, but I will also utilize the information I learned from this chapter to understand and enhance my own long term memory as well.
8. Are there other ways to accomplish the same thing that are faster, cheaper, or better?
I think an easy way to utilize some of the most important concepts in this book is to do everything you can as a teacher to make every lesson somehow relate to the students in their daily lives. It may be a stretch at times, but the more we can do that, the better they will retain what we are teaching.
Friday, February 6, 2009
Chapter 4 : Working Memory
Chapter 4:
“Working Memory”
~~~~~~~~~~~~~~~~~~~~
1. Summarize the reading in a few sentences
Chapter 4 discussed the 4 components of the working memory, the more modern term for the short term memory. There has been much research done by such people like George Miller who proposed the chunking information in order for our minds to remember things like numbers. Brown/Peterson also studied the importance of rehearsal, or repeating items silently to enhance memory. The chapter also looked at factors such as pronunciation time and semantic similarity which can affect our working memory’s capacity. It then went into detail describing the components of the working memory such as the visuospatial sketchpad, episodic buffer, phonological loop, and the central executive. Each of these components of the working memory work separately, yet it takes all of them to process and store all of the information and stimuli together that we encounter in our lives.
2. How does it fit into what I have already learned in this course?
This chapter fits into what I have already learned in this book already about other cognitive processes such as attention and consciousness. They are all very detailed and operate within their own essence, yet take all other systems working together for our minds and bodies to function the way they do.
3. What am I still not clear on?
One aspect that was generated within my discussion group about this chapter had to do the Central Executive and how it is like a supervisor in an organization. It is responsible for suppressing irrelevant information, and deciding what to do or not to do next. It plays a major role in attention, planning strategies and coordinating behavior. Yet, the book describes this component as having very limited ability to perform simultaneous tasks. It seems to me that any supervisor controlling many aspects of a corporation would have the capability to take on many tasks at once.
4. How would I apply this to my own teaching?
I can apply this to my teaching in recognizing different cognitive processes in my students. There are so many areas of cognitive psychology that can affect the way students are learning and processing information. From this chapter, I am specifically drawn to factor of semantic similarity that can affect the working memory. Specifically, the proactive interference reminds me that my students may have trouble learning new material because previously learned material may be interfering.
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
The author provided examples of studies on Proactive Interference in the textbook, such as the one that focused on category of items that are shifted from letters to numbers and asked each person to recall the list of three words after counting backward from the number for 18 seconds. They found that the number of items that we can store in working memory such as words that have been previously stored can interfere with the recall of new words that are similar in meaning.
6. Why is this important? What does it help improve or explain or predict?
This chapter on working memory is important for me to not only understand factors affecting my short term but also understanding my students and factors that affect their learning that I as their teacher can find ways to control or prevent.
7. When would I actually use this-under what circumstances and for what kind of students?
I would actually utilize information from this chapter about working memory for myself and for my students when trying to learn new information in classes. It is also important to consider some of the aspects of this chapter when thinking about studying for quizzes in order to retain the new information.
8. Are there other ways to accomplish the same thing that are faster, cheaper, or better?
I think with any aspect of cognitive psychology, it is important to do the research to find other studies that have been done on the same material and make a decision on what you personally believe based on other sources. Its important to compare the ideas that other researchers have, especially since it seems that over the history of psychology, theories change and develop with each new studies that prove something different.
Wednesday, January 28, 2009
Chapter Three Reflection
Week 3 Reflection
CHAPTER Three
“Perceptual Processes II:
Attention and Consciousness”
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
1. Summarize the reading in a few sentences:
Chapter 3 discusses attention and the 3 interrelated cognitive tasks of divided attention, selective attention, and saccadic eye movements. This chapter also examines both biological and theoretical explanations for attention. The end of the chapter discusses consciousness and our awareness about the external world.
2. How does it fit into what I have already learned in this course?
The information discussed in Chapter 3 does support what we have learned in the previous chapters. The previous chapters discussed auditory and visual processes and Chapter 3 continues by discussing how our various attention processes can support or hurt our cognitive development.
3. What am I still not clear on?
I thought that this chapter was fairly easy to understand the concepts and theories that were discussed. There is really nothing that I am not clear on at this point.
4. How would I apply this to my own teaching?
Chapter 3 really made me think about different students in my classes and how their different attention processes may affect their work and their focus on material in class. It made me realize how I, as an adult, also struggle when multi-tasking and handling various distractions and how easy it is to be distracted by other thoughts within our head. Every student is different and struggles in different areas. Attention is something that every teacher should be aware of and find ways to keep each student focused on tasks within class.
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
Chapter 3 offers us an explanation of three types of attention processes and several theories behind these processes that help to explain different students and the difficulties that they have with staying on task and other attention capabilities. I do believe these because of the proof behind the theories and the fact that I can see these proven in myself and my students.
6. Why is this important? What does it help improve or explain or predict?
It is very important for teachers to understand their students and their various levels of attention in order to have compassion and understanding for students that struggle to stay on task. It is more than just their will to work. It can actually be just an attention issue that the students struggle with. Knowing and understanding attention problems can help improve our teaching in that we can find ways to adjust our teaching strategies in order to keep all of our students on task.
7. When would I actually use this-under what circumstances and for what kind of students?
I would use the ideas presented in Chapter 3 when working with many of my students in class and trying to understand why some of them struggle to keep their attention and maintain their focus even on the most simple tasks in the classroom. I
8. Are there other ways to accomplish the same thing that are faster, cheaper, or better?
This question is not relevant when discussing the processes and theories behind attention and consciousness.
CHAPTER Three
“Perceptual Processes II:
Attention and Consciousness”
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
1. Summarize the reading in a few sentences:
Chapter 3 discusses attention and the 3 interrelated cognitive tasks of divided attention, selective attention, and saccadic eye movements. This chapter also examines both biological and theoretical explanations for attention. The end of the chapter discusses consciousness and our awareness about the external world.
2. How does it fit into what I have already learned in this course?
The information discussed in Chapter 3 does support what we have learned in the previous chapters. The previous chapters discussed auditory and visual processes and Chapter 3 continues by discussing how our various attention processes can support or hurt our cognitive development.
3. What am I still not clear on?
I thought that this chapter was fairly easy to understand the concepts and theories that were discussed. There is really nothing that I am not clear on at this point.
4. How would I apply this to my own teaching?
Chapter 3 really made me think about different students in my classes and how their different attention processes may affect their work and their focus on material in class. It made me realize how I, as an adult, also struggle when multi-tasking and handling various distractions and how easy it is to be distracted by other thoughts within our head. Every student is different and struggles in different areas. Attention is something that every teacher should be aware of and find ways to keep each student focused on tasks within class.
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
Chapter 3 offers us an explanation of three types of attention processes and several theories behind these processes that help to explain different students and the difficulties that they have with staying on task and other attention capabilities. I do believe these because of the proof behind the theories and the fact that I can see these proven in myself and my students.
6. Why is this important? What does it help improve or explain or predict?
It is very important for teachers to understand their students and their various levels of attention in order to have compassion and understanding for students that struggle to stay on task. It is more than just their will to work. It can actually be just an attention issue that the students struggle with. Knowing and understanding attention problems can help improve our teaching in that we can find ways to adjust our teaching strategies in order to keep all of our students on task.
7. When would I actually use this-under what circumstances and for what kind of students?
I would use the ideas presented in Chapter 3 when working with many of my students in class and trying to understand why some of them struggle to keep their attention and maintain their focus even on the most simple tasks in the classroom. I
8. Are there other ways to accomplish the same thing that are faster, cheaper, or better?
This question is not relevant when discussing the processes and theories behind attention and consciousness.
Thursday, January 22, 2009
Chapter 2 Reflection
Chapter 2 Reflection
“Perceptual Processes I: Visual and Auditory Recognition”
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Chapter 2 discusses the Perceptual Processes of Visual and Auditory Recognition. Perception is a broad description of how we use our previous knowledge to interpret stimuli from our senses. The chapter specifically focuses in on how we recognize letters, objects, faces, and speech patterns and how our brain organizes the stimuli we receive in order to find recognition. Several different theories and studies were provided in the chapter to help explain some of the ideas behind our Process of Recognition. Each one provided insight into various recognition tasks that we encounter every day.
The reading in Chapter 2 was like a beginning to the journey that we began in Chapter One on Cognitive Psychology, which introduced us to the ideas of not only the mental activities that occur in our brains in order for us to engage in our daily lives, but also the theories and beliefs behind why we do the things we do. Chapter one discussed the history of cognitive psychology and how it has developed over the years. In Chapter Two we begin to study different neurological processes, such as the visual and auditory processing. and the cognitive theories and mental activities behind these processes.
I am still not clear on the special mechanism approach to speech. This theory states that “humans are born with a specialized device that allows us to decode speech stimuli”. It is argued that our brain has a special neural mechanism that facilitates speech perception, but not other kinds of auditory perception". I do not see how the brain would not have to rely on other cognitive functions to assist in speech patterns. It just seems to me that all functions work best when they work together. And I do not support that there is a special module in the brain that works for speech but not for any other sounds.
I can apply this chapter to my own teaching in many ways. One of the characteristics of Speech Perception states that Visual Cues act as an Aide in Speech Perception. As a teacher of foreign language, I know how important it is for students to see my lips move in order to have a better understanding of what I am saying. I also know that visual cues, such as pictures of objects and labeling the room are some of the best approaches to assist in language and vocabulary retention.
One of the Theories behind Speech Perception that I believe is valid is the General Mechanism Approach. This theory explains that speech perception is possible without proposing any special phonetic module in the brain. Humans use the same neural mechanisms to process both speech sounds and non-speech sounds. Speech Perception is a learned ability. I agree that our speech is influenced by visual cues, such as reading lips and other visual stimuli. Speech perception is utilized by more than just a special portion of the brain that controls it all.
This is important because it helps explain how “our speech perception proceeds in stages” and depends upon familiar cognitive processes such as feature recognition, learning, and decision making. As a foreign language teacher, I appreciate that there is more to speech than just a special mechanism in the brain. I believe all students have the ability to learn and speak language and can utilize many of their cognitive abilities to do so.
I can apply this theory to my own foreign language instruction. My Spanish classes include a wide variety of students with different cultural backgrounds and different academic levels. I also have special education students in my classes. All of these students are able to learn because I utilize many different strategies in order to teach them. They all have the capability to learn the language. It is up to me to provide a variety of learning experiences that can reach each student's areas of strength.
There are several ways to accomplish teaching foreign language to students of all academic levels. It can be time consuming to create lesson plans that utilize many different teaching strategies. Especially since on of the most influential strategies in teaching foreign languge is providing visual cues. It takes time and money to print pictures and other visual text for students. But it is worth it in the end when your students are learning and retaining everything that you are teaching them.
“Perceptual Processes I: Visual and Auditory Recognition”
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Chapter 2 discusses the Perceptual Processes of Visual and Auditory Recognition. Perception is a broad description of how we use our previous knowledge to interpret stimuli from our senses. The chapter specifically focuses in on how we recognize letters, objects, faces, and speech patterns and how our brain organizes the stimuli we receive in order to find recognition. Several different theories and studies were provided in the chapter to help explain some of the ideas behind our Process of Recognition. Each one provided insight into various recognition tasks that we encounter every day.
The reading in Chapter 2 was like a beginning to the journey that we began in Chapter One on Cognitive Psychology, which introduced us to the ideas of not only the mental activities that occur in our brains in order for us to engage in our daily lives, but also the theories and beliefs behind why we do the things we do. Chapter one discussed the history of cognitive psychology and how it has developed over the years. In Chapter Two we begin to study different neurological processes, such as the visual and auditory processing. and the cognitive theories and mental activities behind these processes.
I am still not clear on the special mechanism approach to speech. This theory states that “humans are born with a specialized device that allows us to decode speech stimuli”. It is argued that our brain has a special neural mechanism that facilitates speech perception, but not other kinds of auditory perception". I do not see how the brain would not have to rely on other cognitive functions to assist in speech patterns. It just seems to me that all functions work best when they work together. And I do not support that there is a special module in the brain that works for speech but not for any other sounds.
I can apply this chapter to my own teaching in many ways. One of the characteristics of Speech Perception states that Visual Cues act as an Aide in Speech Perception. As a teacher of foreign language, I know how important it is for students to see my lips move in order to have a better understanding of what I am saying. I also know that visual cues, such as pictures of objects and labeling the room are some of the best approaches to assist in language and vocabulary retention.
One of the Theories behind Speech Perception that I believe is valid is the General Mechanism Approach. This theory explains that speech perception is possible without proposing any special phonetic module in the brain. Humans use the same neural mechanisms to process both speech sounds and non-speech sounds. Speech Perception is a learned ability. I agree that our speech is influenced by visual cues, such as reading lips and other visual stimuli. Speech perception is utilized by more than just a special portion of the brain that controls it all.
This is important because it helps explain how “our speech perception proceeds in stages” and depends upon familiar cognitive processes such as feature recognition, learning, and decision making. As a foreign language teacher, I appreciate that there is more to speech than just a special mechanism in the brain. I believe all students have the ability to learn and speak language and can utilize many of their cognitive abilities to do so.
I can apply this theory to my own foreign language instruction. My Spanish classes include a wide variety of students with different cultural backgrounds and different academic levels. I also have special education students in my classes. All of these students are able to learn because I utilize many different strategies in order to teach them. They all have the capability to learn the language. It is up to me to provide a variety of learning experiences that can reach each student's areas of strength.
There are several ways to accomplish teaching foreign language to students of all academic levels. It can be time consuming to create lesson plans that utilize many different teaching strategies. Especially since on of the most influential strategies in teaching foreign languge is providing visual cues. It takes time and money to print pictures and other visual text for students. But it is worth it in the end when your students are learning and retaining everything that you are teaching them.
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